International handbook on the continuing professional development of teachers / Eds.: C. Day, J. Sachs. - Buckingham: Open university press pages:217-237
Professional development has received considerable attention from educational researchers during the last 15 years. This chapter seeks to summarise some of the key issues in the vast and diverse research literature. Professional development is conceived of as a learning process, resulting from the meaningful interaction between the teacher and their professional context, both in time and space. This interaction eventually leads to changes in a teacher's professional practice as well as in their thinking about that practice. The second part of the chapter reflects on the consequences for the relationship between research and continuing professional development (CPD). Research aims should not be restricted to providing knowledge for the practice of CPD. The promising way ahead lies beyond that, in a much closer intertwining of the agendas of both research and CPD
Academische lerarenopleiding Psychologie en pedagogische wetenschappen. Departement Pedagogische wetenschappen. Centrum voor Onderwijsbeleid en -vernieuwing.